ページ3:

3 次の設問 AB に答えよ。 (配点 20点)
A 次の1~8の英文の空所に入れるのに最も適当なものを, (ア)~(エ)の中からそれぞれ
1つずつ選び、記号で答えよ。
I'd like you to give me (
some advice
() piece of advice.
).
(1) some advi
(I) lots of advice
2. When I was a child, I (
) karate lessons twice a week.
ただの目的
(7) had been taking
(1) have taken
be used to
took
(1) was taken
· be used to
ning
3. She (
) called by her first name.
is not used to being
() is used to
to ✗
へなれている
use to
(accustomed)
(f) used to be used to
(1) doesn't use to be
What was wrong with you? We were all worried. You (
phone call
1 fat least.
(must have
へしたに
(1) may have
したが
5. He said he had met Lady Gagan
(7) that
D could have Dea
) made a
cannot have
~しようと思えばできた
) was a transparent lie. (2)
*
what
which
先行いらん
A who
ACCOUT
ifないver
6. According to the newspaper, a bomb
but fortunately no one was injured.
) off at a train station in Berlin,
(7) gave
(1) led
() took
Ing
7. I cannot imagine (
) angry with him.
went
(7)) Jack's father getting
Jack's father
er ✓ get
(1) Jack's father
((I) ☑✓ Jack's father to get
-6-

ページ4:

8. The new movie (which some experts said would be a record-breaking hit
✓ criticized 13"X
(
) by the public.
(") having criticized
has been criticized
(H)
have been criticized
3人たん
B 次の1,2の各組の英文 a, b, cの空所に共通して入れるのに最も適当な語を,
それぞれ1語の英語で書け。
1.
a. The (
) justifies the means.
b. We had a fight, but I don't want to
c. These countries should put an (
a. I cannot buy a car,
b. We split up last year,
Still
much
up getting divorced.
) to the long-standing conflict.
end come to an end
*Still (much) motelz
less a house.
あんまりでないトカ
c. Keep ( ), kids.
but I'm (
SV
) crazy about her.
Don't move around.
much
a だと still muchかわかりません。
↓
あ
<<-7->
入るな
↓
Still

ページ5:

NEW
Peaceful and healthy regardlace of hav
4 次の英文はフランスの画家ピエール・ボナール (Pierre Bonnard) とその妻マルト・
ド・メリニー(Marthe de Meligny) に関するものである。これを読み,以下の設問
54
・アリア、ブルーサン
に答えよ。(配点 60点)
出会い
15.
Pierre Bonnard was 26 years old and already an artist when on a Paris street in
1893 e met the woman who would become his model girlfriend and wife. The
してようやく
young woman told Bonnard that she was 16 years old and that her name was
V. S
Marthe de Meligny.
that she had not been 16, but 24. that her name was Maria Boursin. Further,
Not A But Ⓡ
Marthe told Bonard nothing about her family or where she had come from. She
did admit, in time, to having a sister whom she met occasionally in a café. Marthe
told her sister that she as living with an artist but would not say with whom. If
any future strangeness was being predicted here, Bonnard seemed not to notice.
Only when they married thirty-two years later did he learn
Bonnard feared standing out or being noticed in any way. He lived simply) and
(vithout any excess o
So as not to attract attention. He did his best never to be
conspicuous. While he started out in ris, he later moved to the country so that
15 he and Marthe could be more ( 2 ).
was more for her or for him
3F2
is hard to know whether that solitude
Marthe was secretive about her family, while
っそり
hether
Keep Oc
Bonnard from his family/
a secret kept Marthe . Marthe came from a significantly lower class, which
would presumably have made it difficult for his family and some friends to accept
her, so he hid her. Even after they were legally married in 1925.e shared the
news with only a few friends.
ケッコン
Bonner liked to say that he had sufficient subject matter for his art close at
and Heftede his and Marthe's daily life the subject of his painting.
18
4
Marthe did not like other people looking at her or staring at her. When she and
Bonnard went out into the streets, he often carried an umbrella, not to protect her
from the rain or sund but to obscure her from others. How interesting, then, that
often
she allowed Bonnard to draw, paint, and photograph her again and again
in the nude. She must have sensed that, even while Bonnard was exposing her, he
-
-8-

ページ6:

was lovingly protecting her. When painting Marthe, he never painted her face in
any detail. When he painted her body. as he often did, he depicted her as being
eternally young. In his paintings Marthe appeared graceful and healthy regardless
of her age in real life and regardless of her declining health, both physical and
mental.
Marthe was withdrawn from others early in their relationship, ut grew more
and more reclusive as time went on. Increasingly, Bonnard's life was designed and
shaped by her needs. As early as 1930 he wrote to a friend:
For quite some time now I have been living a very secluded life as Marthe has
become completely unsociable and I am obliged to avoid all contact with other
people.
(オ)とちがいすぎ
It is said that on occasions when he wanted to visit with friends in a café, he told
her that he was walking their dog.
It is not clear to what extent Marthe's withdrawal was troublesome for Bonnard.
He, too, was private to an extreme degree and Marthe's reclusiveness may have
made it easier for him to hide away in his small studio to slowly develop his
paintings, some of which took weeks, months and even years to complete.
分
Marthe died in January 1942 after fifty years of poor health having lived many
years longer than her doctors thought he would) (CI) was only then that
S
Bonnard's family and Marthe's sister-learned of their relationship. After a small
S.
funeral, Bonnard told only a few friends of his wife's passing.
Pierre Bonnard died in 1947 at age 79. He was one of the great painters of the
_ to much beauty, born from his and Marthe's struggle
20th century, giving (
and pain.
(注) reclusive: 世間から離れた
1925
(90
完全文強調構
①かない!
省略されてる。
・一長く生きた」と
1915
1893
直前にあるから
live elio130

ページ7:

healthy reaandloan at b..
彼女の体を描くとき、 そして実際によく描いていた1
rso that で判断
田舎へ行く
2人だけ
問1
下線部(1)を和訳せよ。 Maria Boursinはマリアブールサンとすること。
my2 空所(2)に入れるのに最も適当なものを,次の (7)~(エ)の中から1つ選び、記号で答
えよ。
(ア) afraid
(イ) alike
(ウ) alive
alone
問3 下線部(3)の[ ]内の語句を並べ換えて, 文脈に合った英文を完成せよ。 解答
は、解答用紙の所定欄に下線部分のみを記入すること。
(2人の孤独な人生へ。
問4 下線部(4)について, ボナールがそのようにした理由を 05字程度の日本語で書け。
直後 not to
~ to
問5
下線部(5)を和訳せよ。
<not but B
入る!
6
下線部
V用法のit を含む文を,次の(ア)~(エ)の中から1つ選び、
記号で答えよ。
きょ
(ラン Alio far is it to the sea from here?
(イ) I think it surprising (that he can memorize 500 words a day.)
ウ When was it that the first computer was invented?
(エ) Would it be all right if I left early today?
元々は「it was When that th
☑
問7 空所(7)に入れるのに最も適当なものを、次の(ア)~(エ)の中から1つ選び、記号で答
えよ。
(ア) Birth
(イ) effect
(ウ) place
give birth to
生みだす
give place to
(土) way
~に従って代わられる
lgive effect to
実施する
give way to
"
give in to
屈する
<<-10->

ページ8:

食で判断
4
(一部のみ)
本文の内容と一致するものを、次の(ア)~ (ク)の中から3つ選び、記号で答えよ。
When Bonnard first met Marthe, he was s attending an art
Marthe was far from sociable and didn't like to go out in public.
an_art_school.
~ Bonnard often tried to paint Marthe's face in detail.
「Marthe and Bonnard married legally more than thirty years after they first
年代のってたから注目しょう (ア)
met.
中独な人生へ
Marthe and Bonnard frequented a café with their dog.
mmm
Marthe often resisted being painted by Bonnarde
あとでみた
(キ) Though she looked healthy in Bonnard's paintings,) Marthe was physically
and mentally ill.
When Marthe died, Bonnard told quite a few friends about it.
Jhen That the first
私は問題一致は、問に問ワをとくついでに
パラグラフのアタマ(または力点つよいトコロ)
をとらえていってた。
(アノ~)
+ の分かり易いの
を先やって、
It
とりまろつチェックでややこしいの
モサーチ!
☆案について問われたら、
即座に思いうかべて当然
it(主ゴ)
→主語(代名詞) it is~
とか
→仮主語
II
it⑩~
Fo
今回は
⇒強調構文
(that
it ~ that
who
出会い
まちがえ
コドクな生活
itis
完全文
(ケッコン
↓
(えをかくハナシ
↓
死
くらいつかんで、
サーチした。
いいのかなー?
<-11-

ページ9:

5 次の英文を読み, 以下の設問に答えよ。 (配点 60点)
5~-10
同格
Most American math classes follow the sante patter a ritualistic series of steps
so "ingrained that one researcher termed it a cultural script. Some teachers call
re pattern We, You After checking homework, teachers announce the day's
topic, demonstrating new procedure: "Today, I'm going to show you how to divide
three-digit number by a two-digit number" (I). Then they lead the class in
どんな?
ラスト
trying out a sample probem: "Let's try out the steps for 242 16" (We). Finally B
they let students work hugh similar problems on their own, usually (by silently
(1
making their way through work sheet) Keep your eyes on your own paper!"
an eye on
(You make one's way>
②By focusing only on procedures
イミではんだ人は△ コロン
ポ目をはなさない 8×
"Draw a division house, put "242' on the
inside and '16' on the outside, ec." - and not on what the procedures mean, "I,
We, You" turns school math into sort of arbitrary process wholly divorced from
the real world of numbers.
educator, answer-getting.
Studens learn not math but, in the words of one math
The anser-getting strategies may serve them well for
a class period of practice problems, to after a week, they forget. And stud
students
often can't figure out how to apply the strategy for a particular problem to new
problems.
③
How could you teach math in school in a way that mirrors, the way (Children learn`
it in the real world? That was the challe ge. Magdalene Lampert set for herself
in the 1980s, when she began teaching elementary-school math in Cambridge,
Massachusetts. She grew up in Trenton, accompanying her father on his milk
deliveries around town, solving the milk-relate math problems he encountered.
"Like, you know: Mrs. Jones wants three quarts of this and Mrs. Smith, who lives
~オート単位)
next door, wants eight quarts, ( 4 )" Lampert, who is 67 years old, explained to
for, wants eight query
me.
She knew there must be a way to tap into what students already understood and
then build on it. In her classroom, she replaced I, We, You with a structure you
might call "You, Y'all, We." Rather than starting each lesson by introducing the
のテーマ
-12-

ページ10:

手段(利点ではない
のでトバス
main idea to be learned that day, she assigned a single “problem of the day,”
designed to let students struggle toward it first on their own (You), then in
peer groups (Y'all) and finålly as a whole class (We). The result was process
(that replaced answer-getting with what Lampert called sense-making By pushing'
students to talk about math) she invited them to share the misunderstandings most,
American students keep to themselves, until the test In the process, she gave them
an opportunity to realize, on their own, why their answers_were wrong.
Over the years, observers who have studied Lampert's classroom have found that
6 One boy who began fifth grade declaring math
S
subjectended Colable to solve multiplication division and fraction
へして
いざん
students learn an unusual amount of math. Rather than forgetting algorithms, they
retain and even understand them.
分構
to be his worst
problem hot to mention simple multivariable equations hard to look at
Lampert's results sithoue concluding Chae kith the help of a great teacher) even
> Americans can become the fo-called math people we don't think we are
VT
(7)
・数
are ] }
Among math reformers, Lampert's work gained attention. She was featured in
Time magazine in 1989 and was retained by the producers of “Sesame Street" to
help create the show “Square One Television," aimed at making math accessible to
直訳もいいケド(あかんかなぁ?)
children.
省されてる
解説のもみてね。 ・やっぱりもち、The called math
(注) ingrained: 深くしみ込んだ, 根深い
S
to
script スクリプト (コンピュータなどで特定の順序で実行される一連の指示)
three-digit number: 3桁の数字
people
that(代名詞デス
algorithm: (一連の) 算法, アルゴリズム (問題を解決するための具体的な手順)
simple multivariable equation: 単純な多変数方程式 (例えば [ ]+[ 16のようなもの)
省略
(6)の
形をうしろにおくのしらんかったーa
解説にかいてた
ケド。あんまり…
の状態を示すのかー!へー!
どーでもいい。?
0
not to mention の訳は、言うまでもなく
へ...
よね(!?)
-13-
へ.. 言うまでもなく
どっちでもいい)

ページ11:

類題
←
とかせる by 静かに〇〇
注目
キモニ
1 下線部)の意味に最も近いものを、次の)~()の中から1つ選び、記号で答えよ。
(ア) Solving all the problems without saying a word
trying to solve half of, the problemé on the work sheet alone
(ウ) handing out the answer sheets to the students without speaking
(1) checking the students' papers one by one without saying anything
A
問2 下線部(2)の解き方がもたらす問題点は何か。 60字程度の日本語で説明せよ。
but LXF!
-) and " Jutil.
下線部(3)は何を指しているか。 その内容を40字程度の日本語で説明せよ。
「指示ゴ→直前の文
問4 空所(4)に入れるのに最も適当なものを,次の(ア)~(エ)の中から1つ選び, 記号で答
実用的さんすうのハナシ テーマ
えよ。
(ア) where do you pull up your truck?
(イ) from where do you start to deliver milk?
場所
"
(ウ) how often do you deliver milk to each house? 頻度
(x) how many cases do you have to put on the truck? 個数
問5 下線部(5)の利点はどのようなことと考えられるか。 最も適当なものを,次の(ア)~
(エ)の中から1つ選び, 記号で答えよ。
問7
生徒が話し合いをし,どの点が間違っているかを教え合うことで,集団全体が
同じ間違いを繰り返さないという決意が固まること。
(イ) 先生と生徒が議論し合うことで、 先生と生徒の間に連帯の気持ちが生まれ 次
この問題に取り組む意欲が高まること。
(ウ) 集団で競い合うことで, 個人が解き方をより深く理解し、 より速く問題が解け
るようになること。
(エ) 集団で議論し誤りを教え合うことで、個人が自分の誤りの原因に自ら気づき、
数学をより深く理解するようになること。
下線部(6)を和訳せよ。
下線部(7)を和訳せよ。←反転して訳した方が
日本語としてDetter
問6より、構造かんたんな分、
ココでつけてんのかなー?
-14-
ちがうか(笑)

ページ12:

英語の問題は次のページに続く。
How could you teach math
in school
in a way that mirrors/ the way
Schild
child len
S"
the way SV
現代国
learn (in the real word?]}
V"
※mirror え、鏡ちゃうつん!? ①反映する
←
(名詞)
知らんがな…って人には、
that(実代)で☺とわかり、(びっくり?)
the way in which sv
how
↓補足
SV (関係副詞)
}
暗記
the way SV (省略形)
⑦the way how SV
ぜったいアカン!
えーきょされてそくしたーとか
(よくでる)
それなりに訳すか mirrorsってかくか(笑)
↑
コレもアリらしい。
-15-